[논문]초등학교 5-6학년군 수학 교과서에 제시된 교과 역량 분석

김정원; 방정숙; 황지남

doi:10.7468/mathedu.2020.59.2.147

초등학교 5-6학년군 수학 교과서에 제시된 교과 역량 분석
An analysis of mathematics competencies in elementary mathematics textbooks for fifth and sixth grade 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.59 no.2, 2020년, pp.147 - 166

김정원 (신탄진초등학교) , 방정숙 (한국교원대학교) , 황지남 (한국교원대학교 대학원)

초록
AI-Helper

2015 개정 수학과 교육과정에서 강조하는 역량이 제대로 구현되기 위해서는 교과서의 역할이 매우 중요하다. 본 연구에서는 초등학교 5-6학년 수학 교과서에 수학 교과 역량이 어떻게 반영되어 있는지 분석하였다. 연구 결과, 교과서에는 의사소통을 강조하는 활동 및 문항의 비율이 가장 높았고 추론, 문제 해결, 창의·융합, 태도 및 실천, 정보 처리의 순으로 드러났다. 또한 역량별 하위 요소를 분석한 결과 특정 하위 요소가 강조되어 각 역량이 구현되었음을 알 수 있으며, 교과 역량 및 교과 역량의 하위 요소의 구현이 서로 관련되어 이루어진다는 것을 발견할 수 있다. 본 연구를 통하여 교과서를 통하여 교과 역량의 실행에 대한 시사점을 제공할 수 있기를 기대한다.

Abstract ▼ AI-Helper

Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas "expressing one's idea" was the most prevalent sub-element in the communication competence, both "analyzing mathematical facts" and "observation and conjecture" were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. "External connections of mathematics and integration" in the creativity and integration competence was carried out in relation to "recognition of values" in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.

주제어

표/그림 (46)

그림 [Fig. 1] Explanation of mathematics competencies related to activities or items in a guidebook for teachers(MOE, 2019a, p.133)
표 [Table 1] Subjects of analysis
표 [Table 3] Code of sub-elements of mathematics competencies
표 [Table 2] Competencies related to the specific activity
표 [Table. 4] An example of activities including two sub-elements of P1 and P2
표 [Table 5] Sampled descriptions of sub-elements per mathematics competence
표 [Table 6] Distribution of mathematics competencies in the textbooks
표 [Table 7] Distribution of mathematics competencies by contents domains
표 [Table 8] Distribution of contents domains by mathematics competencies
그림 [Fig. 2] Graph of distribution of sub-elements of competencies
표 [Table 9] Distribution of sub-elements of competencies
표 [Table 10] Distribution of sub-elements of Problem Solving
그림 [Fig. 3] Example of P1 (MOE, 2019e, p.14)
그림 [Fig. 5] Example of P3 (MOE, 2019h, p.76)
그림 [Fig. 4] Example of P2 (MOE, 2019e, p.119)
그림 [Fig. 6] Example of P5 (MOE, 2019h, p.23)
그림 [Fig. 7] Example of P4 (MOE, 2019f, p.108)
표 [Table 11] Distribution of sub-elements of Reasoning
표 [Table 12] Distribution of the skills related to each sub-element of Reasoning
그림 [Fig. 10] Example of Conjecturing (MOE, 2019e, p.57)
그림 [Fig. 8] Example of Comparing (MOE, 2019e, p.87)
그림 [Fig. 11] Example of 'Solving, Figuring out (an answer) (MOE, 2019h, p.10)
그림 [Fig. 9] Example of Estimating (MOE, 2019g, p.65)
그림 [Fig. 13] Example of Reflecting (MOE, 2019e, p.43)
그림 [Fig. 14] Example of CI6 (MOE, 2019e, p.56)
그림 [Fig. 12] Example of Justifying (MOE, 2019g, p.77)
표 [Table 13] Distribution of sub-elements of Creativity and Integration
그림 [Fig. 15] Example of CI5 (MOE, 2019g, p.107)
그림 [Fig. 17] Example of CI1 (MOE, 2019h, p.92)
그림 [Fig. 16] Example of CI2 (MOE, 2019f, p.79)
표 [Table 14] Distribution of sub-elements of Communication
그림 [Fig. 18] Example of C3 ①(MOE, 2019e, p.16)
그림 [Fig. 19] Example of C3 ②(MOE, 2019h, p.94)
그림 [Fig. 20] Example of C4 (MOE, 2019g, p.113)
그림 [Fig. 21] Example of C2 (MOE, 2019f, p.49)
그림 [Fig. 22] Example of C1 (MOE, 2019e, p.66)
그림 [Fig. 23] Example of I2 (MOE, 2019g, p.97)
그림 [Fig. 24] Example of I1 (MOE, 2019f, p.93)
그림 [Fig. 25] Example of I3 (MOE, 2019e, p.82)
표 [Table 15] Distribution of sub-elements of Information Processing
그림 [Fig. 26] Example of utilizing manipulative materials (MOE, 2019h, p.100)
그림 [Fig. 27] Example of utilizing technological tools (MOE, 2019e, p.25)
그림 [Fig. 28] Example of A1 (MOE, 2019f, p.29)
표 [Table 16] Distribution of sub-elements of Attitude and Practice
그림 [Fig. 29] Example of A3 (MOE, 2019h, p.127)
그림 [Fig. 30] Example of A2 (MOE, 2019e, p.63)

참고문헌 (24)

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원문보기 상세보기
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상세보기
Yoon, S., Lee, A., & Kwon, O. (2019). Analysis on the relationship between core competencies and mathematical competencies and the tasks for mathematical competencies: A case of high school 'Mathematics' textbooks according to 2015 revised mathematics curriculum. The Mathematical Education, 58(1), 55-77.

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